Basic Information About a Process in an Online Learning Environment

To begin with, let's take a look at some basic information about a process in this lesson. We will be analyzing data from an online learning environment while students learn on the platform. Their activity on the platform is captured and can be used to identify different learning styles. The first thing to do is typically to look at a few basic counts, such as the number of cases, which identifies how many students there are. Additionally, we have the number of different activities showing us the different actions a student can perform, and the number of events gives us an idea about the total number of learning activities that were performed by the students. Furthermore, the time period tells us when they happened to analyze process data.

Using Group or Package for Learning Object

We will use group or package the learning object, which is a predefined event log object that contains the event data later on. We will see how you can create these event data objects yourself in future lessons. Basic process statistics can be inspected by printing the summary of an event log or by using account functions such as displayed here. As shown, we have information on 498 students who performed 3645 learning actions of 10 different types.

Looking at Data Dimensions

Once we have an idea about the dimensions, we can look at the data in more detail. A good place to start are the activities, which are one of the most important characteristics of a process as they describe both the actions which are executed and in which order this happens more than anything else. Activities define a process in our example, where there are 10 different activities. We can retrieve the different types using the activity labels function. By doing so, we can see that there are seven exercises and one assessment. Furthermore, students can also cancel dictionary pages or theory pages if they want more information on the activities.

Retrieving Activities

If you want more information on the activities, we can use the activities function, which will show us the number of times each of them occurs in this example. Exercise 1 has been done the most in fact the frequency is even higher than the number of students, which indicates that this exercise has been performed more than once by some students on the other hand consulting dictionary or theory pages has been the least by the students.

Process is Not Only Defined by Activities

A process is not only defined by the activities itself but also by the order in which these activities occur. Indeed each case is described by a sequence of activities, this is also called the trace of a case as it describes the trace a process instance leaves behind in our data. We can have a look at a few example traces for students. For student 1, we see a very structured part progressing through the different exercises and finally doing the assessment. On the other hand, student 2 starts with looking at the theory pages before doing exercise one which he executes stew times in room. Student 3 seems to be very confident as he immediately proceeds to the assessment without looking at the exercises at all. Finally, student 4 tries exercise one two times but cancels dictionary in between.

Traces Can Lead to Better Results

Certainly not all traces are equally frequent or equally desirable, some will lead to better results than others. In this case good our bread grades on the assessment. A list of the traces can be retrieved with the traces function or they can be visualized using the trace Explorer.

Retrieving and Visualizing Traces

In the following exercise, we will have a look at our first process data which describes the journey of a pagelet's start with looking at some basic information about a process in this lesson. We will analyze data from an online learning environment while students learn on the platform.

"WEBVTTKind: captionsLanguage: enlet's start with looking at some basic information about a process in this lesson we will look at the data from an online learning environment while students learn on the environment their activity on the platform is captured and can be used to identify different learning styles the first thing to do is typically to look at a few basic counts the number of cases which identifies how many students there are number of different activities showing us the different actions a student can perform the number of events gives us an idea about the total number of learning activities which were performed by the students while the time period tells us when they happened to analyze process data we will use the group or package the learning object is a predefined event log object which contains the event data later on we will see how you can create these event data objects yourself basic process statistics can be inspected by printing the summary of an event log or by using the account functions such as displayed here we can see that we have information on 498 students who performed 3645 learning actions of 10 different types once we have an idea about the dimensions we can look at the data in more detail a good place to start are the activities the activities are one of the most important characteristics of a process as they describe both the actions which are executed and in which order this happens more than anything else activities define a process in our example there are 10 different activities we can retrieve the different types using the activity labels function we can see that there are seven exercises and one assessment furthermore students can also cancel the dictionary and some theory pages if you want more information on the activities we can use the activities function this will show us the number of times each of them occurs in this example exercise 1 has been done the most in fact the frequency is even higher than the number of students which indicates that this is this exercise has been performed more than once by some students on the other hand consulting the dictionary or the theory pages has been the least by the students but a process is not only defined by the activities itself but also by the order in which these activities occur indeed each case is described by a sequence of activities this is also called the trace of a case as it describes the trace a process instance leaves behind in our data we can have a look at a few example traces for students for student 1 we see a very structured part progressing through the different exercises and finally doing the assessment however student 2 starts with looking at the theory of pages before doing exercise one which he executes stew times in room student 3 seems to be very confident as he immediately proceeds to the assessment without looking at the exercises at all finally student 4 tries tries exercise one two times but cancels the dictionary in between certainly not all traces are equally frequent or equally desirable some will lead to better results than others in this case good our bread grades on the assessment a list of the traces can be retrieved with the traces function or they can be visualized using the trace Explorer in the following exercise we will have a look at our first process data which describes the journey of a pagelet's start with looking at some basic information about a process in this lesson we will look at the data from an online learning environment while students learn on the environment their activity on the platform is captured and can be used to identify different learning styles the first thing to do is typically to look at a few basic counts the number of cases which identifies how many students there are number of different activities showing us the different actions a student can perform the number of events gives us an idea about the total number of learning activities which were performed by the students while the time period tells us when they happened to analyze process data we will use the group or package the learning object is a predefined event log object which contains the event data later on we will see how you can create these event data objects yourself basic process statistics can be inspected by printing the summary of an event log or by using the account functions such as displayed here we can see that we have information on 498 students who performed 3645 learning actions of 10 different types once we have an idea about the dimensions we can look at the data in more detail a good place to start are the activities the activities are one of the most important characteristics of a process as they describe both the actions which are executed and in which order this happens more than anything else activities define a process in our example there are 10 different activities we can retrieve the different types using the activity labels function we can see that there are seven exercises and one assessment furthermore students can also cancel the dictionary and some theory pages if you want more information on the activities we can use the activities function this will show us the number of times each of them occurs in this example exercise 1 has been done the most in fact the frequency is even higher than the number of students which indicates that this is this exercise has been performed more than once by some students on the other hand consulting the dictionary or the theory pages has been the least by the students but a process is not only defined by the activities itself but also by the order in which these activities occur indeed each case is described by a sequence of activities this is also called the trace of a case as it describes the trace a process instance leaves behind in our data we can have a look at a few example traces for students for student 1 we see a very structured part progressing through the different exercises and finally doing the assessment however student 2 starts with looking at the theory of pages before doing exercise one which he executes stew times in room student 3 seems to be very confident as he immediately proceeds to the assessment without looking at the exercises at all finally student 4 tries tries exercise one two times but cancels the dictionary in between certainly not all traces are equally frequent or equally desirable some will lead to better results than others in this case good our bread grades on the assessment a list of the traces can be retrieved with the traces function or they can be visualized using the trace Explorer in the following exercise we will have a look at our first process data which describes the journey of a page\n"